Succeeding with Your Doctorate

Jerry J Wellington, Ann-Marie Bathmaker, Cheryl Hunt, Gary McCulloch, Pat Sikes

• Publisher: SAGE Publications Ltd
• Year: 2005
• ISBN:
  9781446240199
• Edition: 1
• Topic: Education
• Subtopic: Research in Education

?From page one the appeal of the book is evident in the jargon free, user friendly text. I would not hesitate to recommend it to other students whatever stage of their doctorate they have reached.? - Educate Journal

Whether you undertaking a taught doctorate, or a course of study leading to a PhD, Succeeding with Your Doctorate offers complete, up-to-date guidance and discussion on all aspects of successful doctoral work. The five experienced authors give advice on every stage in the process of completing a doctorate, from helping you to engage in critical reflection to better understand your own research biases, to useful guidelines on preparing for, and surviving, the viva. Combining general discussion with practical advice, this book is an essential companion to your research. Topics include:

• Preparing for a doctorate
• Embarking on your Research
• Adapting to life as a student
• Working with a supervisor
• Reading critically
• Conceptualising your research
• Thinking about methodologies and approaches
• Producing a thesis
• Preparing for and taking the viva
• Disseminating your research.
  

SAGE Study Skills are essential study guides for students of all levels. From how to write great essays and succeeding at university, to writing your undergraduate dissertation and doing postgraduate research, SAGE Study Skills help you get the best from your time at university.Visit the SAGE Study Skills hub for tips, resources and videos on study success!

Part 1 Embarking on a Doctorate

1 What is a Doctorate and Why do People do Them?

Chapter Contents

We start our book by looking at what a doctorate is and why people do them. Although you are probably reading this book because you have already embarked on doctoral study, it can be helpful to take stock of what this means as the process gets under way. The question of what counts as a doctoral degree and the issue of why or when the rather clumsy adjective of ‘doctorateness’ should be attributed to a thesis are recurrent. The debate occupies, and will continue to occupy, students, supervisors and examiners at various stages of a doctoral programme and we return to it in different chapters of the book.

This chapter traces some of the history of doctoral degrees, considers the recent changes in their structure and organisation, and discusses the notion of the ‘professional doctorate’. We have included the personal viewpoints of a small sample of students on why they chose to undertake a doctorate, and the reasons why some choose the so-called professional route whilst others favour the PhD.

What are ‘Doctoral Degrees’?

What do we think of when we think of a doctoral degree? The image that comes into our heads might well be a detailed study of a particular topic, supervised by an established academic with experience of the area; a sustained piece of original research that will hopefully make a difference to our understanding of the field. This would be the basic model of the established Doctor of Philosophy, or PhD degree, which hinges on the production of an extended written work, or thesis. Other images arising from this might also occur to us. In terms of the purpose of the study, it might well be about initiating the student into academic life just as much as it is about enhancing our knowledge of the subject, and indeed the PhD has come to be regarded as a ‘union card’ for the intending academic. In terms of the process of the study, we might think of it as rather lonely and solitary, with the supervisor as the only contact and support. So far as the topic is concerned we might have the impression that it should be very narrow - finding out more and more about less and less. Perhaps we might assume it to follow on immediately from an undergraduate or Masters degree, something to be done full time when one is young, if at all. We will have the nasty feeling that it will be very hard work, and may well wonder whether it is worth it, and whether we are up to it.

Many of these impressions are entirely accurate, especially the bit about the hard work. In other ways they amount to a familiar stereotype that still holds good in many cases, but which is also under challenge, and undergoing change. Compared to 30, or even 10 years ago, the doctorate is developing in new and interesting ways. There is still a great deal of mystique about it, but also pressure of different kinds that is making it more accountable, to the institution, to the society, to the government, and also to the student. Cutting-edge research is still the key rationale for the study, but there are growing expectations about making use of the study for other social purposes, and about what is often styled ‘transfer of skills’. There continues to be a great deal of variety and individuality and even idiosyncrasy in doctoral study, but alongside this can be seen movement towards common standards, and towards a measure of collegiality Depth of understanding is still treasured, but breadth of coverage is also increasingly promoted.

A significant sign of change in the doctoral degree is its spread in terms of numbers over the past few decades. A relatively uncommon phenomenon before the 1950s, the doctorate today remains a substantial achievement but is no longer so unusual. The type of students taking doctoral degrees is also changing. They are not simply youngsters fresh from undergraduate study, but are in many cases experienced mid-career professionals, often already senior people in their own right, working on their degrees part time. These latter also include what we might describe as global professionals -established in different parts of the world but enabled because of the development of rapid transport links and the information and communications revolution to contemplate taking a doctoral degree based half a world away.

Many among this new, mature clientele are attracted to the established brand of doctoral study, the PhD model and what it stands for This is the established gold standard, and it often provides the motivation and incentive even for many who would not wish to go into an academic career. Others are looking for something more clearly relevant to their own career development, and are receptive to the appeal of new professionally oriented doctorates.

In this book, we are interested in looking at what the doctorate means in the early twenty-first century, at how far and in what ways its nature and appeal are changing, and in particular at what its appeal is to the new kind of doctoral student - the part-time, mid-career professional, perhaps a school teacher or based in a university but just as likely to be working in industry or commerce or elsewhere. What are they looking for and where do they find it?

From Bachelors to Masters

If you have already participated in a degree ceremony, you will almost certainly have seen an array of academic staff-wearing colourful robes and medieval-style hats -sitting behind the Chancellor or Vice-Chancellor as she or he presented the awards. In the twelfth century, as part of a small, licensed body of teachers qualified to teach the true doctrine of the church, they would all have been called ‘Masters’ or MAs. The word ‘Master’ derives from roots in Sanskrit, Greek and Latin; these are variously associated with notions of ‘greatness’, ‘nourishing’ and ‘leading’. In late Latin, these ideas became linked in the term magisterium, meaning ‘a body of teachers’. (Partridge, 1979).

The Masters eventually broke free from the authority of the church and formed themselves into a guild, or union (which is what universitas originally meant), and were thus able to decide for themselves who was worthy enough to be admitted to their number. It was subsequently decreed that the Chancellor should be obliged to confer degrees upon all those nominated by the Masters - which is why the present-day ‘Masters’ continue to examine students; why the Dean, acting as their spokesperson, reads out the names of those who are to receive degrees; and why the ‘Masters’ on the platform watch to see that the Chancellor does what is required of him or her.

The form of words used by the Chancellor as the graduands are presented is: ‘I admit you to the degree of …’. The word ‘degree’ comes from the Latin gradus, meaning ‘a step’. Thus, when a student is admitted to the degree of Bachelor, she or he moves one step up towards the Mastership. When she or he is admitted to the degree of Master, she or he climbs up a further step to reach the level of the Masters, who then receive her or him into their guild or universitas. In the Middle Ages, the newly admitted Master (men only at that time) would have stayed on the platform so that his old Master could invest him with the symbols of his office. The new Master then had to deliver an inaugural lecture, entertain the whole guild of Masters to dinner, and preside over disputations (academic debates) for 40 days continuously. (Fortunately, most of this particular tradition no longer survives, though new Masters' families and friends often preserve the celebratory dinner aspect!)

Taking one's MA was called ‘inception’, or the beginning of one's career as a Master. It meant that the new Master was responsible for teaching the truth, as it was understood at that time. No longer could he expect his own Master to point out mistakes and correct them - he now had to ensure that what he taught was true, no matter how awkward or inconvenient that might be (as long as this suited the prevailing faith).

Thus, the pursuit of a Masters degree today follows a very long and honourable tradition set by those who have sought to steep themselves in the knowledge, and understand the truth(s), of their particular age and academic discipline - and to pass this on to others in ways best suited to their own time and place.

Masters degree students are not expected merely to assimilate knowledge in order to ‘regurgitate’ it. Rather, it is expected that, in a variety of ways, they will explore the parameters of their particular subject area in order to obtain a ‘mastery’ of it (in the sense that they can speak and write authoritatively about it). It has also become increasingly important in our vocationally oriented times that Masters degree students should be able to bring their mastery to bear on their professional practice by seeking constantly to locate practice within a wider theoretical framework, and to identify and hone the skills which will help to improve their performance. In this respect, there is perhaps a closer relationship between many of today's Masters degrees and professional doctorates, like the EdD, than there is between the modern Masters degree and the PhD.

The Doctorate and its History

Noble (1994) identifies 1150 as the year of the first PhD, in Paris. From the twelfth century until the early part of the nineteenth, professional doctorates could be obtained in theology, law and medicine. The modern Doctor of Philosophy (PhD) degree originated in nineteenth-century Germany and swiftly attracted students from other countries, including the USA. The first American PhD was awarded at Yale in 1861 but it was not until 1920, and after some resistance, that the PhD arrived in Britain - at Oxford (just to complicate the issue, the Oxford PhD is called a DPhil, as is that at the University of Sussex for example).

By that time, the USA had already taken up the idea of a doctorate in education (EdD): the first one was awarded at Harvard in 1921. It was another 70 years before that idea also crossed the Atlantic and the University of Bristol launched the first British EdD in 1992. Just six years later, 29 British universities were offering EdD programmes (Bourner et al., 2000; for a full account of the historical background, see Simpson, 1983).

Over the past 20 years, in the British context, the Research Councils have become increasingly prominent in regulating procedures and standards in doctoral degrees. This has taken place partly in an effort to improve the quality of doctoral theses, for example through systematic research training. Whereas a generation ago doctoral students might be expected to ‘sink or swim’, with the (variable) support of their supervisors, now they are entitled to take advantage of a wide range of training courses. Also, the Research Councils fund scholarships in approved institutions of higher education on a competitive annual basis, and they monitor these carefully to ensure a successful outcome in the specified time.

Changing Concepts of the Doctorate

The traditional model of a doctorate had been based on the concept of three years of independent (but supervised) full-time research. This route was and is often considered suitable for those who know exactly what they want to do (or are told by their department what to do). The part-time traditional model consists of four to six years or more of part-time research, with similar features. Why change?

First, the traditional model had (and still has) its critics. One of the most useful but critical pieces of research on the doctorate in a range of countries (including the UK, Canada, USA and Australia) was conducted by Noble in 1994. His evidence, or at least his interpretation of it, painted a very negative portrait of the PhD at that time. He reported poor attrition rates, sex discrimination, extended completion times and poor preparation for employment (p. 32). He identified several problems with PhD programmes including low quality and lack of purpose of research training programmes, poor supervision and low quality of writing in PhD theses - not an encouraging picture.

In the same era, the 1990s, calls came from government and other bodies for two connected and typically utilitarian changes:

1. For greater ‘employability’ of graduates from doctoral programmes, targeted to individual career development needs.
2. That doctorates should equip students with generic, transferable research skills, for example management, entrepreneurial, teaching. Hence, the need developed, or more accurately calls were made, for more explicit and accountable formal training (often called research training programmes-RTPs).

More practical and internal points, such as the realisation that not every student knows what subject to focus on from day one supported these extrinsic pressures for change. One of the results was the creation of ‘new route’ PhD programmes, and these were supported by much rhetoric. For example, the Tony Blair quote that the new routes were ‘designed to give students a competitive edge in the knowledge economy of the Twenty First Century’ can be found at www.newroutephd.ac.uk.

Two of the models to emerge, both very similar, are:

• ● the ‘one + three model’: one year of training (and deciding on title and focus) plus three years of researching; and
• ● the four-year doctoral programme, integrating academic supervision with group work, lectures, tutorials and perhaps an annual Graduate Research Conference.

It is worth noting in passing that the new models have come in for some criticism. For example, some critics have complained about an overloaded agenda for the new PhD, especially if it includes teaching and training for teaching, for example the postgraduate certificate in higher education (PCHE).

As the new models were emerging, professional doctorates were appearing alongside. As we note in the next section, one of the catchphrases in the rise of the professional doctorate has become: the ‘scholarly professional not the professional scholar’; or phrased another way, it is the route to professionals gaining doctorates (researching professionals) as opposed to the development of researchers (professional researchers). The utilitarian thrust that contributed to changes in the concept of a PhD was also a contributory factor in the growth of professional doctorates.

The Rise of the Professional Doctorate

Bourner et al. (2000) conducted a survey of professional doctorates in a range of subjects in English universities. They noted that the rapid development of these degrees seems to have been prompted by a government White Paper in 1993 which expressed concern that ‘the traditional PhD is not well-matched to the needs of careers outside research in academia or an industrial research laboratory’ (p. 218). Bourner et al. co...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Contents
• Preface
• About the Authors
• Acknowledgements
• Part 1 Embarking on a Doctorate
• 1 What is a Doctorate and Why do People do Them?
• 2 How did I Get Here? An Auto/Biographical Approach
• 3 Learning on the Doctoral Journey
• Part 2 Conceptualising and Focusing the Study
• 4 Framing the Research
• 5 Reviewing the Literature
• Part 3 Thinking about Methodologies
• 6 Doing Research: Reflecting on Methods, Methodology and Ethics
• 7 Approaching Research as Lived Experience
• Part 4 Writing the Thesis
• 8 Writing and the Writing Process in a Doctoral Programme
• 9 Production Values in the Doctoral Thesis
• Part 5 Presenting and Sharing Research
• 10 Presenting your Work at the Viva
• 11 Whatever Next? Spreading the Word and Becoming Part of the Research Community
• Further Reading
• Useful Organisations and Websites
• References
• Author Index